Developmental Psychology Section 2

4. The age of feeling in-between

-Not yet fully adult, and definitely not "kids" or "adolescents" -Adults in some ways but not others. ex. partial financial independence -Top criteria for reaching adulthood: -Accept responsibility for yourself. -Make independent decisions. -Financial independence -Bottom Criteria -Finish education -Marriage -Parenthood

Extrinsic Values

money, image, fame

5. The age of possibilities

-"I am very sure that someday I will get to where I want to be in life." -96% of Americans ages 18-24 agree -believe life will be better than parents' life

Baumrind Parenting Styles

-Authoritarian -Authoritative -Permissive -Uninvolved

Personal Fables, Narcissism, and Adolescent Adjustment

-Found: Omnipotence and invulnerability = good -Uniqueness = bad -Narcissism: somewhere in the middle. Also moves across the whole scale. Also on the rise with the millennium children. Good with coping and adjustment but bad for risk behavior. -Risk behavior can be good, depending on the situation.

Engenderment

-Socialization to Gender Negative: incidents of sexism Postive: incidents of gender equity

Pseudo-Independence

Believes one has answers/solutions for all racial problems in society -Racially Sensitive, exhibiting subtle racism

Contact

Denies race is important in society. Pretends not to notice another person's race. - Racially unaware, exhibiting subtle racism

The Myth of Peer Pressure

Found: Peer Groups described by participants as forums in which to enhance personal power through assertion of both an individual and a collective identity: THREE DEVELOPMENTAL STAGES OF POWER: Stage 1: Stuck with one self-definition. Stage 2: Chameleons. Stage 3: Acceptance.

Laurel School Study

Girls found out about research and then "rehearsed their lines". had to change research design. -created listener's guide: voice sensitive way of working that allowd us to follow girls' thoughts and feelings and to hear girls' struggles at adolescence -As result: girls became more open, more outspoken, more genuine in relationships with researchers.

Omnipotence

Viewing the self as a source of special authority or influence

Stage 3: Acceptance.

Youths experience control and competence necessary to construct self definitions of own choosing, which are accepted by peers, fam, and community members. They're resilient,self assured individuals. Use peer group to assert unique aspects of their identity. ppl may be gifted in sports/academics but act out socially

Personal Uniqueness

"No one understands me"

Formal operations

- where the child is "freed from the confines of reality" and can now apply logic to illogical events. -Abstract -Idealistic -Logical -Although Piaget assumes that F.O.T. develops in adolescence, it is not expected to be fully in place until about the age of 16-17. -Research however shows that a much smaller percentage of adolescents actually attain F.O.T. in contrast to Piaget's expectations. -The level show with the 12th graders is approximately the same proportion of adults who consistently demonstrate F.O.T.

Five Features of Emerging Adulthood

-(Based on 300 interviews with American ages 18-29, diverse backgrounds.) 1. The age of identity explorations 2. The age of instability 3. The self-focused age 4. The age of feeling in-between 5. The age of possibilities

Preoperational

(where mental growth expands as important symbolic systems are discovered - i.e. language),

Sensorimotor

(where the infant learns about his body and how it operates in the environment),

Gilligan (Powerpoint info)

- At time Gilligan started her research, main theorist on moral development = Lawrence Kohlberg: - suggests that there is a general trend in moral growth away from selfish concerns towards more impersonal ones. -In this work, Kohlberg repeatedly depicted a pattern that, on the average, women generally showed up as less moral than their male counterparts. -Gilligan's reply was to assert that women were not inferior in their personal or moral development, but that they were different. They developed in a way that focused on connections among people (rather than separation) and with an ethic of care for those people (rather than an ethic of justice). -Her most influential work, "In a Different Voice: Psychological Theory and Women's Development," introduces the topic of "voice". In her words: - to have voice = to be human, but speaking depends on listening and being heard (relational act.) - voice: something like what ppl mean when they speak of core of self. - Natural and Cultural. Composed of breath and sound, words, rhythm, and lang. Voice = powerful psychological instrument and channel, connecting inner and outer worlds.

Imaginary Audience

- The belief that everyone is interested in them and their life, and that they are constantly being watched and evaluated. -Can cause teens to hyper-focus on things that really aren't that important! -Ex. I can't go to school today, EVERYONE will notice my bad hair day/acne/generic clothes/etc.

Invincibility Fable

- The belief that the bad things in the world will never happen to them. -DOES NOT mean that they actually think they are immortal or immune, just that they don't think it would happen to them.

Peer Influence

- Today's technology allows perpetual connection to pears, leaving little time for autonomy - Don't have relationships with people outside of their generation besides parents

Stage 3: Good Interpersonal Relationships

- good child morality/ good interpersonal realtionships - child should live up to the expectations of the family and community and behave in a good way. -Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. (Golden Rule) - Heinz: druggist has bad intentions- greedy/ selfish (some children will say druggist should be put in jail/ heinz intentions= good)

Stage 5: Social Contract and Individual Rights

- people begin to ask, "What makes for a good society?" -begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold. - then evaluate existing societies in terms of these prior considerations. -Protect individual rights -Settle disputes through democratic processes - Heinz: they do not generally favor breaking laws; laws are social contracts that we agree to uphold until we can change them by democratic means. Nevertheless, the wife's right to live is a moral right that must be protected. -"It is the husband's duty to save his wife. The fact that her life is in danger transcends every other standard you might use to judge his action. Life is more important than property."

Generational differences in Young Adults' Life Goals, Concern for Others, and Civic Orientation

-3 theories of generational change -Generation "we" -Generation "me" -No Change Views -extrinsic values more important and those related to intrinsic values less important. -Concern for others declined slightly. -Community service rose but was also increasingly required for high school graduation over the same time period. -Civic orientation declined

Voice

-Adolescence creates crisis b/c forces showdown between what they know to be true about relationships and responsiveness to other, and demands made on them to grow up and assert independence by disconnecting and separating from others (from Emma Willard) - new technique required listeners to ask q's in order to learn about storyteller. Story recorded and listened to 4 times: 1st for plot, 2nd for "i" in story, emotions, and speakers sense of self, 3&4 listened for relationships described in story. (From Laurel School) -3 developmental stages: Stage 1: Confident world view (7-10 yrs) Stage 2: "Whistle Blowers" (11yrs) Stage 3: Personal Confusion (adolescence) -Girls struggle with desire to have authentic relationships where they can express themselves freely and their feer that free expression of feelings and thoughts will jeopardize and endanger relationship with their peers as well as with adults in their lives.

Millennial Generation

-Aka generation y and net generation. -First generation to use email, IM , and cell phones since childhood and adolescence -Skills: -Techno-savvy -Adept at global and diversity issues -Team-oriented -Lacks following Traits: -Discretion -Independence -Realistic Expectations -Patience -Work Ethic -Soft Skills and the basics

The Many Wonders of Admiring Yourself

-American culture encourage self-admiration with belief that will improve lives. Pros: - Feel good makes you happy -Keep trying even if fail first time -Self respect not restricted to privileged view -Self esteem at all time high -Unfortunately, sometimes cross line into narcissism - Even newborns experience self admiration: if change diaper smiling, budding self esteem. - Telling kids they are special. Parents always thought that, now expect rest of the world to think that as well -Grandmothers think possible to have too high self esteem, mothers no longer do -Self admiration not promoted in other countries.

Generation "We"

-Americans born in the 1980s and1990s, often called GenY or Millennials are more community oriented, caring, activist, civically involved, and interested in environmental causes than previous generations were. - believe in the value of political engagement and are convinced that government can be a powerful force for good. By comparison with past generations, highly "politically engaged" -"socially conscious" and that "volunteerism and giving back to society play an important role in their lives"

Gilligan

-Argues that the alleged inferiority of women has more to do with the standard by which moral development is measured rather than the quality of female's thinking. -In terms of development, girls are taught and trained to be more nurturing, empathetic, etc than males. -According to Kohlberg's model, the highest stages of moral development are defined in terms of traditional MASCULINE values: individuality, rationality, detachment, impersonality -The traditionally FEMININE values of caring, responsibility, welfare of others automatically force them to stay at level 3 and 4 because the dilemmas that are presented. -Gilligan suggests that women are trained to be more interpersonal-bound whereas men are raised to be more rule-bound. MAN: world held together by a system of rules and consensus WOMAN: world held together by human relationships and caring

Stage 2: Individualism and Exchange

-At this stage kids recognize there isn't just one right view handed down by authorities. - Different individuals have different viewpoints - Heinz: Heinz thinks right to take drug, pharmacist wouldn't. - Since everything is relative, each person is free to pursue his or her individual interests. - Difference between stage 1 and stage 2 punishment: -Stage 1, punishment tied up in child's mind with wrongness; punishment "proves" disobedience is wrong. - Stage 2: Punishment simply a risk one naturally wants to avoid.

2. The age of instability

-Average number of job changes from age 20-29 in U.S.: Seven -Move alot

Stage 6: Universal Principles

-Define principles by which we achieve justice -treat the claims of all parties in an impartial manner, respecting the basic dignity, of all people as individuals. -The principles of justice are therefore universal; they apply to all. Thus, for example, we would not vote for a law that aids some people but hurts others. -Heinz: all parties--the druggist, Heinz, and his wife--take the roles of the others. -To do this in an impartial manner, people can assume a "veil of ignorance" (Rawls, 1971), acting as if they do not know which role they will eventually occupy. If the druggist did this, even he would recognize that life must take priority over property; for he wouldn't want to risk finding himself in the wife's shoes with property valued over life. Thus, they would all agree that the wife must be saved--this would be the fair solution. Such a solution, we must note, requires not only impartiality, but the principle that everyone is given full and equal respect. If the wife were considered of less value than the others, a just solution could not be reached.

Variations by Social Class

-Education looms large, now and later. -Age of finding a 5-year job: college grad, age 26; hs grad, age 28; hs dropout, age 35. -EAs from lower class backgrounds feel adult earlier, marry 2 years earlier, have children earlier. -BUT—the same five features apply across social classes.

Kleinfeld: The Myth That Schools Shortchange Girls

-Females lag in math, science, less professional business and doctoral degrees -Males also lag in reading and writing by wider margins, more apt to be in the bottom of the barrel at school - Men feel they get less encouragement in school -AFRICAN AMERICAN BOYS real group being shortchanged. Score lowest on every educational matter. -Girls pulling ahead of boys in graduation and higher education -Grades: boys get lower ones in school even though score as high or higher than girls on standardized tests -More boys in Special Education Classes -Girls surpass boys in class rank. -Women also making gains in math and science. -Race more achievement gaps than sex -Why men do better in science has to do with the greater variability of males on many human characteristics. More male extremes (good and bad) than females. -Males have more psychological/developmental issues

Gilligan Conclusions From Kohlberg

-Gilligan concludes that women follow a different moral pathway than men. -Responsibility and concern for others precedes and overrides concern for individual rights. -WOMEN ARE NOT MORE OR LESS MORAL THAN MEN, THEY ARE MORAL IN A DIFFERENT WAY THAN MEN.

Abortion as a Moral Dilemma

-Gilligan's research also provided "hypothetical but realistic" dilemmas to reason about (pregnant women-- keep baby or abortion). - 3 levels of Moral development LEVEL 1: Orientation to individual survival TRANSITION 1: selfishness to responsibility LEVEL 2: Goodness as self-sacrifice TRANSITION 2: goodness to truth LEVEL 3: Morality of non-violence

Emma Willard School Study

-Harvard Project on the psych of Women and the Dvlpmnt of Girls created - Project designed to include girls voices in study of human psych dvlpmnt by listening to and trying to record what girls/women really think. -Found: sequence she traced following adolescent girls and women through time and through crisis not rooted in childhood, but a responses to a crisis: adolescence. - Data helped develop Gilligan's development of Adolescence

Implications for Higher Education

-Identity issues are key. -May take 5-6 years to get a "four-year" degree. -Even after bachelor's degree, may head in new direction. -Mixed feelings about adulthood. -Optimistic, energetic, creative

Gilligan V. Kohlberg Heinz Dilemma

-In the Heinz dilemma Men would view it as a problem of competing rights. LIFE VS. PROPERTY HEINZ VS. DRUGGIST -can be resolved through LOGIC. -Women would view this dilemma as a fracture in human relationships that should be resolved through communication. -Rather than treat the problem in an abstract fashion, she focuses on the CONTEXT of the problem. -A woman would consider Heinz's relationship with his wife, her need for him, and the needs of the druggist. -Kohlberg's scoring system does not take any of this into account.

How to Prepare for the Millennials

-Increase Basic Skills training (spell check has made us stupid, can't research in books) -Explain the Reasons behind processes (teach them why they're doing what they're doing) -Place Clear Parameters on Communication Frequency and Methods, particularly IM -Provide More frequent job performance appraisals and other feedback -Focus on outcomes -Keep them engaged -Expand Work/Life Balance Programs

Social Changes leading to Emerging Adulthood

-Later ages of marriage and parenthood -Longer and more widespread education -Birth control, fewer children -Tolerance of premarital sexuality, cohabitation -Changes in women's roles -Ambivalence about adult status

The Tethered Generation

-Millenial Generation - How cell phones and computers have changed brain development -Enormous role parents play in their lives well into adulthood -What policies and training programs HR professionals will need to implement to transition these people into the workforce

3. The self-focused age

-More independent from parents -Not yet tied to others -"I think I want to get more in touch with myself. I want to be a little selfish for awhile, and selfishness and marriage don't seem to go hand in hand. I'd like to be able to experience as much as I can before I get married, just so I can be well-rounded."

Implications for High School Counselors

-Post-secondary education and training is more important than ever! -Few will know as high school seniors what the next decade will hold—even if they think they do! -Best strategy is to make a 5-year Plan—but be prepared to revise it.

Stage 1: Punishment and Obedience Orientation

-Similar to Piaget's 1st stage of Moral Thought - Child assumes powerful authorities hand down a FIXED SET OF RULES which they must unquestingly obey. - Heinz: Heinz shouldn't steal "b/c against the law" or "It's bad to steal". When asked to expand, kid responds with "because you'll get punished"

Personal Fable

-These are stories that adolescents believe about themselves. In these stories, their experiences are so different and beyond what others have experienced, that the rules that apply to others, no longer apply to them. -Although not all fables are risky, things such as drunk driving, dangerous substance abuse, unexpected pregnancies, and the like occur, because in the adolescent's world: "that happens to OTHER people, NOT me!" -Omnipotence -Invulnerability -Personal Uniqueness -Framework for understanding developmental components of faulty risk perception and risk taking behavior

1. The age of identity explorations

-Trying to find out "who I am" -Trying to find a place in the world in love and work -Love: searching for a "soul mate" ---"When you marry, you want to find your soul mate, first and foremost." 94% of Americans 20-29 agree. Work: searching for self-fulfillment; money is not enough ---"They pay well, but I hate my job! There's no opportunity for growth there." Tamara, age 22, legal assistant.

Sexism in Single Sex and Coeducational Classrooms:

-Unlike past research on sexism in the classroom, this study examined both Negative engenderment (incidents of sexism), and Positive engenderment (incidents of gender equity) -identified several contextual variables (gender of teacher, gender ratio, curriculum area, gender history of school). -FOUND: the most serious forms of sexism took place in single-sex schools: -explicit sexuality in the case of boys' schools, -encouragement of academic dependence in the case of girls' schools. -These forms of sexism rarer in the mixed-sex classrooms where the most common forms of sexism were: -gender domination (boys dominating discussion and teachers giving more attention to boys) -active discrimination. -more serious incidents of sexism in coeducational schools occurred in classes in which girls were severely outnumbered. -in Chemistry classes. -incidences of sexism were considerably reduced in classes in which the percentages of boys and girls were more equivalent, -disappeared in the few classes in which females outnumbered males. -Although results revealed that incidents of sexism increased in single-sex classrooms (i.e., same-sex teacher and students), the gender of the teacher did not affect sexism when the number of male and female students in the class room was more equivalent. -In addition, employing female teachers to teach all-boys classes diminished the frequency of the flagrant forms of sexism present in male taught all-boys classes. - RESULTS illustrate that sexism in classrooms is not inevitable. The implementation of proactive policies towards gender equity can reduce or diminish the different forms of sexism in classrooms.

Piaget: Background (ppt)

-Without a doubt, the standard to which all other developmental theories are measured. -Piagetian theory focuses on cognitive (mental) growth across childhood. - 4 stages in the theory: -Sensorimotor -Preoperational -Concrete operations -Formal operations - criticisms: that cognitive growth doesn't end in adolescence, as suggested by Piaget, this theory is still viewed as a valid and credible theory for childhood.

Dunphy Progression of Peer Group Relations

-came up with stages of peer-group structure: same sex, interaction, heterosexual, crowd, couples Stage 1: Precrowd Stage: isolated, same sex groups Stage 2: Beginning of the Crowd: Same sex groups start group-group interactions Stage 3: The Crowd is in Structural Transition: Same sex groups are forming mixed sex groups, especially among upper status members Stage 4: Fully Developed Crowd: Mixed sex groups are closely associated Stage 5: Beginning of Crowd Disintegration: Loosely associated groups of couples

Parental and Peer influence on Adolescents

-data collected part of a field study of expectations and reported behaviors conducted by interviews with American adolescents. -Subjects for the study kids in high school FOUND that peer behaviors are more likely to affect the adolescent than parental behaviors, whereas parental norms are more likely to affect the adolescent than peer norms. -Parents have longer time to influence adolescents and retain a responsibility to represent the standards of the adult world. -Peers, in contrast, may be shunned if they attempt to impose standards on their adolescent friends but are likely to be omnipresent as behavioral models within schools

Emerging Adulthood

-for some people in modern cultures, a period from the late teens to early twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood -Lasts from about age 18-25; for many, lasts through the twenties -Begins with the end of secondary school; ends with the attainment of full adult status--? -Exists mainly in industrialized societies, but growing in developing countries

How Schools Shortchange Girls AAUW REPORT

-girls do worse on standardized exams -gap in girls/women in math & science -girls more likely to experience sexual harassment - girls receive less attention in the classroom than boys -girls are not pursuing math-related careers in proportion to boys -although the gender gap in math is shrinking, the gender gap in science is increasing -African American girls are more likely than white girls to be rebuffed by teachers -curricula ignore or stereotype women -These forms of gender bias undermine girls' self-esteem and discourage them from pursuing nontraditional courses of study, such as math and science. The report includes concrete strategies for change and recommendations for educators and policymakers.

Prefrontal Cortex

-important for decision making, planning, and reasoning and the strage of knowledge -not fully developed until late teens/early 20's

Piaget's Egocentrism

-lack of differentiation in some area of subject-object interaction. -Each stage of mental development, lack of differentiation takes unique form and is manifested in unique set of behaviors. -Developmental point of view: negative by-product of any emergent mental system in sense that it corresponds to fresh cognitive problems engendered by that system.

Pseudostupidity

-making simple things complex, overlooking obvious and the inability to make appropriate choices -Elkind likens the advancements in thought to skill use and development; as we acquire new abilities (e.g. ways of thinking) we often use these new abilities inappropriately (as we do any new skill), and we tend to favor this new way even when older ways may be more effective. -The problem is NOT that adolescents aren't thinking, in fact they are thinking TOO much and at too high a level.

No Change Views

-perception of generational change is an illusion caused by older people's shifting frame of reference or a mistaking of developmental changes for generational changes -young people in the 2000s are remarkably similar to those in the 1970s. They argued that previous studies finding generational differences were unreliable because they were not based on nationally representative samples.

Narcissism

-self-infatuation -common in adolescents -Rare consequences for adolescent

Stage 4: Maintaining the Social Order

-the respondent becomes more broadly concerned with society as a whole. -Now the emphasis is on obeying laws, respecting authority, and performing one's duties so that the social order is maintained. -Heinz: subjects say understand that Heinz's motives were good, but they cannot condone the theft. What would happen if we all started breaking the laws whenever we felt we had a good reason? The result would be chaos; society couldn't function.

Level I: Preconventional Morality

first level of Kohlberg's stages of moral development in which the child's behavior is governed by the consequences of the behavior Stage 1: Punishment and Obedience Orientation Stage 2: Individualism and Exchange

Kohlberg's Stages of Moral Reasoning

3 levels, 6 stages (Heinz Dilemma) Preconventional Morality: - 1- Punishment and Obedience Orientation -2-Individualism and Exchange Conventional Morality: -3-Good Interpersonal Relationships -4-Maintaining the Social Order Postconventional Morality: -5-Social Contract and Individual Rights -6-Universal Principles

An emerging amalgamation of theories of "White identity"

5 stages: 1: Pre-exposure / Pre-Contact 2:Conflict 3:Pro-minority / Antiracism 4:Retreat into White Culture 5:Redefinition and Integration

Reintegration

Adheres to attitudes that Whites are superior and entitled to privilege. Selective perception and negative out-group distortion - Confused state, Exhibiting subtle racism

Logical

Adolescents begin to think more like scientists, devising plans to solve problems and systematically testing solutions. "hypothetical deductive reasoning"

Idealistic

Adolescents often think about what is possible. Ideal characteristics of themselves, others, the world

Abstract

Adolescents think more abstractly than most children. These thinkers can solve abstract algebraic equations

Adolescent Egocentrism: Elkind

Different forms of egocentrism characteristic of cognitive growth (piaget) -: A return to a state similar to egocentrism of childhood, where adolescents focus on themselves and nobody else! -Focus becomes predominately on what others might think of them.

Stage 2: "Whistle Blowers" (11yrs)

Girls become astute observers and outspoken critics of "where and when women speak and when they are silent. As resisters, may be especially prone to notice and question the compliance of women to male authority. "blow whistle" on acquiescence and applaud assertiveness

Stage 3: Personal Confusion (adolescence)

learn to understand human social world, but distance themselves from their knowlege by regularly prefacing observations by saying "I don't know - girls in danger of losing their voices and thus their connections with other

Peer Group Structure

Exhibit a dominance hierarchy with a leader and followers. With boys, strength is most often associated with leadership. Among girls and older boys, individual traits that relate to the group's main interests determine leadership.

2:Conflict

Expansion of knowledge of racial matters facilitated by interactions with members of minority group or other viewpoints. This new information challenges their preconceptions and own cultural value. Conflict arises between desire to conform to majority norms and wishing to uphold humanistic values

Models of White Identity Development

Helms 2 phases, 6 stages I: Abandonment of Racism - Contact -Disintegration -Reintegration II: Redifining A Positive White Identity - Pseudo-Independence -Immersion/Emersion -Autonomy

Autonomy

Honest (non-defensive, realistic) appraisal of race; interacts with all people as human beings. Flexible & complex process. -Non-racist Identity

Immersion/Emersion

Honest re-evaluation of what it means to be White in this society. Hypervigilance and reshaping -Racist Identity

Invulnerability

Incapability of being harmed or injured

Concrete operations

where logic in its most basic form develops, but the child is tied to the physical structures of reality)

3:Pro-minority / Antiracism

One of the two emotional reactions to Stage 2. With this response, whites experience self-focused anger and guilt over previous conformity as well as generalized anger to white community.

Helicopter Parents

Parents who hover over children, constantly involved; part of every action, decision, and emotion -moving into the workforce with children as well

Peer Influence Dunphy

Peers typically do more to foster positive behavior among teens than to encourage antisocial behavior But it depends upon the nature of the crowd to which a teen belongs Around age 14 or 15, teens are very dependent upon their peers and may "go along with the crowd" to take risks they might not take when alone Troublesome conformity to peers is much less likely among adolescents who have secure attachments to warm, authoritative parents who are neither too strict nor too lax

Generation "Me"

Sees Millennials as reflecting an increasingly extrinsic and materialistic culture that values money, image, and fame over concern for others and intrinsic meaning -American college students' scores on a measure of empathy for others declined between 1979 and 2009 -found an increase over the generations in the belief in a just world, or the idea that people get what they deserve and thus are responsible for their misfortunes. They concluded that more recent students less likely to take the perspective of others in need and "less concerned with and less emotionally burdened by others' suffering and disadvantage" -. Narcissistic personality traits, which correlate with less empathy and concern for others, increased over the generations among college students in four datasets

LEVEL 2: Goodness as self-sacrifice

women have adopted traditional feminine values and evaluate themselves in terms of interpersonal relationships. Orientation to please others, even if it causes a personal sacrifice.

Disintegration

Recognizes issues of race, as long as it doesn't impact self. Suppression and ambivalence. -Confused state, Exhibiting subtle racism

5:Redefinition and Integration

Redefintion of what it means to be white in today's society. Transition to a more balanced and healthy racial identity. Whites acknowledge their responsibility for maintaining racism. See good and bad in both in- and out-groups. Flexible and open with regard to learning about other races and cultures.

4:Retreat into White Culture

Second of the two emotional reactions to Stage 2. Here there is a behavioral and attitudinal retreat back into the comfort, security, and familiarity of same-race contact. Over-identification and defensiveness about white culture.

Factor Analysis

a type of statistical procedure that is conducted to identify clusters or groups of related items (called factors) on a test. For example, when you take a multiple choice Introductory Psychology test, a factor analysis can be done to see what types of questions you did best on and worst on (maybe they did best on factual types of questions but really poorly on conceptual types of questions).

Heinz Dilemma

a woman is dying and needs an expensive medication. Husband cannot afford the medication, should he steal it or should she die?

Stage 2: Chameleons.

adopt labels available to them from different groups of people with whom they interact, including peers. Includes ppl who do well in school, but act violently towards themselves or others at home, or appear confident in leadership positions but have issues with self esteem.

1: Pre-exposure / Pre-Contact

Unaware of social expectations and roles with regard to race. Generally oblivious to cultural/racial issues. No exploration of what it means to be "white" nor what it means to be "white" in an unequal society

Stage 1: Confident world view (7-10 yrs)

Young girls tend to be forthright in theor observations, claim their authority without hesitation, and describe their world without inhibitions

LEVEL 3: Morality of non-violence

an injunction against hurting becomes the basic premise underlying all moral judgments. Looking after the welfare of people is now self-chosen and UNIVERSAL obligation. Personal and interpersonal obligations are noted.

LEVEL 1: Orientation to individual survival

at this stage the woman's thoughts on abortion centers on her own needs and desires. Want an abortion so she can finish last year of high school

TRANSITION 1: selfishness to responsibility

conflict arises between their own wants and what is "right" Transitional conflict between selfishness and responsibility necessary to move on.

Concern for others

empathy for outgroups, charity donations, the importance of having a job worthwhile to society

Authoritarian

high on structure, low on warmth. -rigid enforcement on rules -child's opinions not considered. -belief: child dominated by uncontrolled antisocial inpulses. -children outcomes: low in social responsibility, if extremely high control used, independence compromised.

Civic Orientation

interest in social problems, political participation, trust in government, taking action to help the environment and save energy

Stage 1: Stuck with one self-definition

peer group helps reinforce one label individual controls. Includes repeat offender, suicidal teen, and youth who sacrifices his needs for other

TRANSITION 2: goodness to truth

question logic of self sacrifice. In spite of consequences, it is not always right to hurt oneself in the name of morality

Level II: Conventional Morality

second level of Kohlberg's stages of moral development in which the child's behavior is governed by conforming to the society's norms of behavior Stage 3: Good Interpersonal Relationships Stage 4: Maintaining The Social Order

Intrinsic Values

self-acceptance, affiliation, community

Level III: Postconventional Morality

third level of Kohlberg's stages of moral development in which the person's behavior is governed by moral principles that have been decided on by the individual and that may be in disagreement with accepted social norms